METACOGNITION

& NOTE-TAKING

PURPOSE IS EVERYTHING

A teacher’s purpose affects everything about learning. It determines:

what’s important,

what’s remembered, &

what comprehension strategy a student uses.

INTRODUCING THE PURPOSE

FOR READING/LEARNING THE

CONTENT HELPS STUDENTS:

1. Monitor their inner voice.

2. Monitor when they are confused.

3. Monitor their pace.

4. Monitor what’s important to the author/teacher.

INNER VOICE

Voice in head as you read/learn

Monitors comprehension

What you are thinking

MONITOR YOUR PACE

•Mail: email vs. post office

•Driving: sunny day vs. snowy day

•Restaurant: McDonald’s vs. The Left Bank

Contrary to what struggling students think, “good” students don’t read/learn everything fast. “Good” students slow down when something is difficult or unfamiliar.

MONITOR WHAT’S IMPORTANT TO THE AUTHOR

•Each type of text has specific organizational patterns.

•Recognizing how a piece is organized helps determine what is important.

•When meaning breaks down, readers can stop and read the text features or think how the text is organized to help them understand.

WITH YOUR QUAD 4 PARTNER

ANSWER THE FOLLOWING

•What do you want students to be “talking to themselves” about as they read/learn?

•What questions should students be asking while they read/learn?

What daily clues do you give your students to focus their learning?

METACOGNITION

Thinking About Thinking

METACOGNITION

A conversation about the thinking processes that students and teachers engage in as they read/learn.

It is both internal and external.

It is not to be confused with the cognition strategies.

METACOGNITION

Helps students understand that reading/learning happens in our minds and not on the page of notes or the text. . .

•Students must be apprenticed to read as historians, scientists, and mathematicians.

•Metacognitive strategies, modeled by the teacher and practiced by the student, make the invisible visible.

Metacognitive Research

THINK ALOUD

Model w/ Developing Metacognition

How I would use in my classroom

A THINK ALOUD

Is a way to . . .

Model the Complexities

&

Solutions of Reading

(Model Inner Voice)

Talking to the Text

TTTT ACTIVITY

Read “Developing Metacognition”

• As you read the text, use your bookmark to Talk to the Text. During the reading draw the symbol and finish the prompt where applicable or explain why you chose the notation. You may not use any prompt more than 2 times.

• When you get to the end of the text, count how many prompts you used. Write the number on the following line ____________. I expect that through the document you will draw/respond to at least 8 prompts. At this point go back and read the document a second time searching for more opportunities to respond to the necessary number of prompts.

WITH YOUR QUAD 2 PARTNER

•Compare and Contrast the strategies each of you utilized to talk the text.

•Similarities?

•Did your partner’s response require you to think about the text differently?

Advantages of Talking to the Text

•Allows students to feel safer and better prepared to discuss texts

•Allows time to analyze personal reading processes

•Engages students with the text

•Allows students to choose which comments to share

•Especially helpful for second language learners

•Leaves an enduring record of the students’ thinking

Tips for Talking to the Text

• Be sure to have plenty of “white space” in which to have students write.

• When copying is an issue, try using post it notes.

• Try using “pre-written” post it notes to save students from writing repeated comments.

• Try folding a piece of paper lengthwise for students to place next to the text with their comments.

• Set expectations for a variety and quantity of questions and comments.

• Allow yourself the luxury of taking time – It does take time for the students to use TttT initially.

DOUBLE- AND TRIPLE- ENTRY

JOURNALS

Links the “What and How” of metacognition

Record quotes/ideas from the text in the “What” column

Record observations, personal connections, and comments about comprehension in the “How” column

DOUBLE- AND TRIPLE- ENTRY

JOURNALS

Examples:

What do I know / How do I know

I saw in the text . . . / I thought

(Evidence from the text) (Your understanding of

the text)

List XXX / Details collected / Thoughts

(XXX could be Predictions, What you already know, Connections, Question You Have)

WITH YOUR QUAD 1 PARTNER

ANSWER THE FOLLOWING

•How (what format) do you provide notes to your students?

•What expectations, regarding note-taking, do you have for students?

NOTE-TAKING: MARZANO’S RESEARCH

1. Verbatim note taking is not effective.

2. Notes should be considered a work in progress.

3. Notes should be used as study guides for taking tests. (Begin with the end in mind)

4. The more notes that are taken, the better.

NOTE-TAKING: MARZANO IN PRACTICE

Combination Notes- a 3 part strategy

Left column an informal outline

Right column is for visual or graphic reinforcement

Bottom strip is for a summary statement

CORNELL NOTE-TAKING

Process for:

• Taking notes during reading or viewing

• Analyzing notes to form questions the notes would answer

• Using notes and questions to summarize the important ideas presented

CORNELL NOTE-TAKING

How does it work?

1. Provide students a graphic organizer or fold a piece of paper to allow for the 3 sections.

Questions

Class Notes

Summary of Notes: (1or 2 sentences)

CORNELL NOTE-TAKING

2. Model for students notes you would take during class or while reading. Record on the right side of paper.

3. Go back through notes and develop questions that the notes will answer.

4. Use the notes and questions to summarize the main ideas in one or two sentences at the bottom of the page.

CORNELL NOTE-TAKING

5. Give students the opportunity to take notes, develop questions, and summarize using the Cornell system.

6. After the assignment has been completed, give students the opportunity to compare their notes to a peer’s notes.

7. Use the Cornell notes to focus class discussions.

MY INTERACTIVE NOTEBOOK

A combination of “best practices” that I adopted to suit my style

Interactive Notebook

Grading Rubric

Electronic copies are provided so you can adapt the files to suit your style.

WITH YOUR QUAD 3 PARTNER

ANSWER THE FOLLOWING

Metacognitive Note-Taking

is like

_______________________

because

_______________________